The Effects of Aging and First Grade Schooling on the Development of Phonological Awareness-Reference-Cited by-同舟云学术

The Effects of Aging and First Grade Schooling on the Development of Phonological Awareness

Published:1991-07 Issue:4 Volume:2 Page:271-275
ISSN:0956-7976
Container-title:Psychological Science
language:en
Short-container-title:Psychol Sci

Author:

Bentin Shlomo¹²,Hammer Ronen²,Cahan Sorel²

Affiliation:

1. Department of Psychology, The Hebrew University, Jerusalem, Israel

2. School of Education, The Hebrew University, Jerusalem, Israel

Abstract

The independent influences of aging and schooling on the development of phonological awareness were assessed using a between-grades quasiexperimental design. Both schooling (first grade) and aging (5–7 years) significantly improved children's performance on tests of phonemic segmentation, but the schooling effect was four times larger than the aging effect. The schooling effect was attributed to formal reading instruction, whereas the aging effect probably reflects natural maturation and informal exposure to written language. These data support a strong mutual relation between reading acquisition and phonological awareness.

Publisher

SAGE Publications

Subject

General Psychology

Link

http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.1991.tb00148.x

Reference21 articles.

1. Phonetic analysis of speech and memory codes in beginning readers

2. Metaphonological abilities of adult illiterates: New evidence of heterogeneity

3. Phonetic analysis capacity and learning to read

4. Interpreting data from illiterates: Reply to Koopmans

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